Gender differences in organizational fairness, diversity and inclusion: the mediating role of psychological safety in affective commitment

Abstract

PurposeThe current study explores the role of social psychological factors on organizational commitment. It examined the relationships between organizational fairness, inclusion, diversity, sexism, psychological safety and affective commitment.Design/methodology/approachThe study adopted a cross-sectional survey method where data were collected from staff across six higher education institutions in the United Kingdom. A total of 416 responses were collected and the data were analyzed by employing independent sample t-tests to explore gender differences regarding organizational diversity, inclusion, fairness, sexism, psychological safety and affective commitment. The mediating role of psychological safety in the effects of organizational diversity, fairness, inclusion and sexism on staff’s commitment to the organization was evaluated through a series of simple mediation models. Finally, the mediated effect of organizational social psychological factors on affective commitment through psychological safety, moderated by gender was tested.FindingsAs hypothesized, men had higher perceptions of organizational inclusion and diversity and viewed their organization as less sexist. Psychological safety mediated the positive effects of organizational diversity, fairness, inclusion and sexism on staff’s affective commitment to the organization. Organizational diversity and sexism played a bigger part in how women evaluate their organizational environment as safe to take risks and be themselves and consequently on how they commit to the organization. On the other hand, organizational fairness and inclusion seem more closely tied to men’s evaluation of their organization as safe to be themselves and consequently stronger commitment.Originality/valueThe findings shed light on the underlying mechanisms that shape affective commitment, that can lead to more inclusive work environments and contribute to systemic change in the Higher Education context.